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Students research air bags on the Internet and use the information to design their own version of an air bag. After exploring the benefits and dangers of air bags students perform a chemistry lab in which they mix baking soda and vinegar in a Ziploc bag, with the goal of determining the correct ratio of acid and base that leaves no appreciable amount of either reactant behind, yet fully inflates the bag.
Students research air bags on the Internet and use the information to design their own version of an air bag. After exploring the benefits and dangers of air bags students perform a chemistry lab in which they mix baking soda and vinegar in a Ziploc bag, with the goal of determining the correct ratio of acid and base that leaves no appreciable amount of either reactant behind, yet fully inflates the bag. Then they put what they learn to the test: a crash test. The crash test dummy in this case is a raw egg; students design a container based on the principles behind air bags to hold a raw egg. The container is dropped from a height of 2 meters, and if the air bag works, the egg does not break. (author/kct/ts)
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Law and Public Safety, Family and Consumer Sciences, and Transportation Systems students benefit from the information provided concerning impact protection devices. The focus of this site is on airbags; however, extended activities include discussions on safety belts, helmets, and the like.
Law and Public Safety, Family and Consumer Sciences, and Transportation Systems students benefit from the information provided concerning impact protection devices. The focus of this site is on airbags; however, extended activities include discussions on safety belts, helmets, and the like. Law and Public Safety students will be able to use this site as a springboard for discussions on automobile safety. Family and Consumer Sciences students will want to focus on the promotion of safety devices for small children or rely on the extension activities that include supporting an opinion on the mandatory use of seat belts. Transportation Systems students can also participate in the design activity about impact protection devices as a way to increase their interest in how and why air bags work.
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| Science Academic Content Standards |
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| Physical Sciences |  |
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| Benchmarks (6 - 8) |
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| A. | Relate uses, properties and chemical processes to the behavior and/or arrangement of the small particles that compose matter. |
| B. | In simple cases, describe the motion of objects and conceptually describe the effects of forces on an object. |
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| Benchmarks (9 - 10) |
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| D. | Explain the movement of objects by applying Newton's three laws of motion. |
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| Grade Level Indicators (Grade 6) |
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| 2. | Describe that in a chemical change new substances are formed with different properties than the original substance (e.g., rusting, burning). |
| 4. | Describe that chemical and physical changes occur all around us (e.g., in the human body, cooking, industry). |
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| Grade Level Indicators (Grade 8) |
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| 3. | Explain that an unbalanced force acting on an object changes that object's speed and/or direction. |
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| Grade Level Indicators (Grade 9) |
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| 23. | Explain the change in motion (acceleration) of an object. Demonstrate that the acceleration is proportional to the net force acting on the object and inversely proportional to the mass of the object. (Fnet = ma. Note that weight is the gravitational force on a mass.) |
| 24. | Demonstrate that whenever one object exerts a force on another, an equal amount of force is exerted back on the first object. |
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| Science and Technology | |
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| Benchmarks (6 - 8) |
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| A. | Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life. |
| B. | Design a solution or product taking into account needs and constraints (e.g., cost, time, trade-offs, properties of materials, safety, aesthetics). |
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| Benchmarks (9 - 10) |
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| A. | Explain the ways in which the processes of technological design respond to the needs of society. |
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| Grade Level Indicators (Grade 6) |
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| 1. | Explain how technology influences the quality of life. |
| 2. | Explain how decisions about the use of products and systems can result in desirable or undesirable consequences (e.g., social and environmental). |
| 5. | Design and build a product or create a solution to a problem given one constraint (e.g., limits of cost and time for design and production, supply of materials and environmental effects). |
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| Grade Level Indicators (Grade 8) |
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| 2. | Examine how choices regarding the use of technology are influenced by constraints caused by various unavoidable factors (e.g., geographic location, limited resources, social, political and economic considerations). |
| 4. | Evaluate the overall effectiveness of a product design or solution. |
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| Grade Level Indicators (Grade 9) |
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| 3. | Explain why a design should be continually assessed and the ideas of the design should be tested, adapted and refined. |
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| Scientific Inquiry | |
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| Benchmarks (6 - 8) |
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| A. | Explain that there are differing sets of procedures for guiding scientific investigations and procedures are determined by the nature of the investigation, safety considerations and appropriate tools. |
| B. | Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions. |
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| Benchmarks (9 - 10) |
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| A. | Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations. |
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| Grade Level Indicators (Grade 7) |
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| 1. | Explain that variables and controls can affect the results of an investigation and that ideally one variable should be tested at a time; however it is not always possible to control all variables. |
| 3. | Formulate and identify questions to guide scientific investigations that connect to science concepts and can be answered through scientific investigations. |
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| Grade Level Indicators (Grade 8) |
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| 3. | Read, construct and interpret data in various forms produced by self and others in both written and oral form (e.g., tables, charts, maps, graphs, diagrams, symbols). |
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| Grade Level Indicators (Grade 9) |
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| 3. | Construct, interpret and apply physical and conceptual models that represent or explain systems, objects, events or concepts. |
| 6. | Draw logical conclusions based on scientific knowledge and evidence from investigations. |
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| Grade Level Indicators (Grade 10) |
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| 4. | Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations. |
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| Scientific Ways of Knowing | |
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| Benchmarks (6 - 8) |
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| A. | Use skills of scientific inquiry processes (e.g., hypothesis, record keeping, description, explanation). |
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| Benchmarks (9 - 10) |
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| A. | Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. |
| B. | Explain how scientific inquiry is guided by knowledge, observations, ideas and questions. |
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| Grade Level Indicators (Grade 6) |
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| 2. | Describe why it is important to keep clear, thorough and accurate records. |
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| Grade Level Indicators (Grade 9) |
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| 1. | Comprehend that many scientific investigations require the contributions of women and men from different disciplines in and out of science. These people study different topics, use different techniques and have different standards of evidence but share a common purpose - to better understand a portion of our universe. |
| 5. | Justify that scientific theories are explanations of large bodies of information and/or observations that withstand repeated testing. |
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| Grade Level Indicators (Grade 10) |
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| 3. | Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena. |
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| National Science Education Standards |
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| Science as Inquiry | |
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| Abilities necessary to do scientific inquiry (Grades 5 - 8) |
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| Identify questions that can be answered through scientific investigations |
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| Design and conduct a scientific investigation |
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| Develop descriptions, explanations, predictions, and models using evidence |
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| Physical Science | |
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| Properties and changes of properties in matter (Grades 5 - 8) |
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| Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties. In chemical reactions, the total mass is conserved. Substances often are placed in categories or groups if they react in similar ways; metals is an example of such a group. |
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| Chemical reactions (Grades 9 - 12) |
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| Chemical reactions occur all around us, for example in health care, cooking, cosmetics, and automobiles. Complex chemical reactions involving carbon-based molecules take place constantly in every cell in our bodies. |
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| Science and Technology | |
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| Abilities of technological design (Grades 5 - 8) |
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| Design a solution or product. |
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| Implement a proposed design. |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Promising Practice |
| STANDARDS ALIGNMENT |
| Grades 6 - 10 |
| CAREER FIELDS |
Engineering & Science Technologies;
Government & Public Administration;
Law & Public Safety;
Transportation Systems |
| TOPICS |
Science --
Science and Technology;
Design Processes;
Design Problem/Solutions;
Technology in Society;
Wants and Needs;
Science and Inquiry;
Inquiry Process Skills;
Physical Science;
Nature of Matter;
Chemical Changes;
Forces and Motion;
Newton's Laws of Motion |
| FOUND IN |
COR
Standards First |
| KEYWORDS |
air bags;
variables |
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Publisher: American Association for the Advancement of Science
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